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953 results

Article

True Work: Discovering the Path to Self-Perfection through the Prepared Environment

Publication: NAMTA Journal, vol. 28, no. 2

Pages: 61-84

Classroom environments, Early childhood education, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment, Teacher-student relationships, Three-hour work cycle, Work periods

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Abstract/Notes: Considers 3- to 6-year-olds' work cycle, looking first to the Montessori concept of normalization, manifest as increasing depth of concentration. Offers guidelines for a "protected lesson," designed to foster independence. Discusses interest and purpose as the basis for work, work "curves," control of error, presentation dynamics, and design of the prepared environment as they relate to the directress' role in linking children to true work. (Author/KB)

Language: English

ISSN: 1522-9734

Book Section

Why Montessori is a Facilitative Environment for Theory of Mind: Three Speculations

Available from: Taylor and Francis Online

Book Title: Theory of Mind Development in Context

Pages: 57-70

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Abstract/Notes: We begin by describing Montessori education and our ndings that suggest it is a facilitative environment for ToM. Then we speculate on three possible reasons for this Montessori advantage: multi-aged classrooms, encouraging mindfulness, and high demands on executive function.

Language: English

Published: London: Routledge, 2017

Edition: 1st

ISBN: 978-1-138-81159-1

Book Section

Adapting to the Environment

Book Title: Creative Development in the Child: The Montessori Approach

Pages: 1-4

Asia, Child development, India, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, South Asia

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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Book Section

The Keys to the Environment

Book Title: Creative Development in the Child: The Montessori Approach

Pages: 165-170

Asia, Child development, India, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Prepared environment, South Asia

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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Book Section

The Child and His Environment

Book Title: Creative Development in the Child: The Montessori Approach

Pages: 23-28

Asia, India, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Prepared environment, South Asia

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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-52-1

Series: The Montessori Series , 24

Master's Thesis

Case Studies of Two Down's Syndrome Children Functioning in a Montessori Environment

Available from: ERIC

Children with disabilities, Developmental disabilities, Down syndrome, Inclusive education, Montessori method of education

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Abstract/Notes: Presented are case histories of two Down's Syndrome (Mosaic form) 6- and 10-year-old girls who attended regular Montessori classes. General characteristics of Down's Syndrome and other retarded children are reviewed and compared with the two girls' growth and development (according to Piaget's proposed stages). The Montessori emphasis on sensorial activities and on individual freedom to choose tasks is seen to enhance the retarded child's development. Analyzed are the girl's progress in such skill areas as language, reading, and math. The children are said to be functioning in Piaget's preconceptual and intuitive stages. Emphasized is the need for an approach which includes raised social and academic expectations along with instruction in independence and self-direction. An appendix lists suggested Montessori materials and activities for handicapped children.

Language: English

Published: Dayton, Ohio, 1974

Book Section

A Case of Neurological Dysorganization: Results of Treatment with a Cybernetic Approach and a Montessori Environment

Book Title: Montessori and the Special Child

Pages: 130-138

Brain-damaged children, Children with disabilities, Inclusive education, Montessori method of education

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Language: English

Published: New York: Putnam, 1969

Conference Paper

Montessori and Responsive Environment Models: A Longitudinal Study of Two Preschool Programs, Phase Two

Available from: ERIC

Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)

Academic achievement, Americas, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, United States of America

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Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)

Language: English

Pages: 45

Report

Meeting Students' Needs in the Multiage Group Environment. E.S.E.A. Title IV-C. Final Evaluation Report.

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Abstract/Notes: A comprehensive instructional system to meet the needs of students of differing achievement and grade in the same classroom, this program is characterized by an innovative management system, procedures for continuous assessment of educational needs and achievement, a curriculum based on individual needs, and an emphasis on parent and community involvement. Called Meeting Students' Needs in the Multi-age Group Environment (MSN), the project served 205 students in first, second, and third grades of the Murch Elementary School in Washington, D.C. The evaluation described here focused on implementation of the program, student academic achievement, and self-reliant behavior. Data were gathered through observation, questionnaires, and student achievement tests. Evaluators concluded that (1) the program is meeting student needs in a multiage environment; (2) it can be replicated at other grade levels; (3) parents would like the program expanded to include more children; and (4) there is

Language: English

Published: Washington, D.C., Jan 1980

Report

Meeting Students' Needs in the Multiage Group Environment. E.S.E.A. Title IV-C. Final Evaluation Report, 1979-1980.

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Abstract/Notes: The purpose of the Meeting Students' Needs in the Multiage Group Environment (MSN) program was to provide an instructional system to meet the needs of elementary school students of differing achievement, age, and grade level who are in the same classroom. The program, for kindergarten through grade six, was characterized by an innovative management system, a procedure for continuous assessment of educational needs and achievement, an emphasis on the development of independent behavior, and the encouragement of parent and community involvement. MSN was evaluated through a procedure that called for the comparison of intended outcomes to actual outcomes. Findings from standardized tests of achievement indicated that students in grades one through four increased their percentile ranks in reading or mathematics or both. Similar gains were not observed for grades five and six. Two project-designed instruments developed to measure independence, self-reliance, and responsibility did not

Language: English

Published: Washington, D.C., Feb 1981

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